A Case Study of A Principal’s Implementation of Reading Program in A School

• Main Authors: Ying-Chung Kuo, 郭瑛忠
• Other Authors: Huei-Ying Chi
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/u9z3qg

碩士 === 國立東華大學 === 教育行政與管理學系 === 102 === The purpose of this study was to explore an elementary school principal implementation reading programs in school. A series of in-depth interviews, classroom observation and document analysis were conducted to collecting principal’s and teacher’s opinions during the reading promoting period and performances of school’s students. After analysis interview opinions, the conclusion were: 1. The principal implementation reading programs in school: The principal should plan reading courses which must be consistent for different grades, construct a good reading environment, and claim the school’s objection toward reading to school teachers. 2. The dilemma and the solution to the reading program: Deepen teacher’s teaching strategy of reading comprehension strategies through external cooperation, emphasize the function of reading activities, improve school teacher’s teaching skill in reading. 3. The current situation of the reading program: Foster students’ learning attitude, select effective testing booklet for reading, use empirical information to adapt the plan and the affirmation form the education administration. According to the conclusion, the following suggestions arerecommended to elementary school, education administration and further research. 1. Suggestions to the school (1) A principle should apply the strategy and help the teachers to be more professional in reading comprehension strategies and use it in their teaching. A principle should apply a comfortable and quiet library for the parents, the teachers and the students to do the reading activity, and plan the continuing reading comprehension strategies for the students, which is based on reading comprehension strategies compositions. (2)The teachers should established a reading learn community to acquired the reading-promoted teacher who is charged of promoting the reading activity in the school, and the teachers’ teaching ability of reading comprehension strategies should be fulfilled in the class. (3) A school should adopt different reading comprehension text books available for each grades in order to find out the current situation of students’ reading, and investigate the reading performance regularly, which is the reference for the teachers and the school to adjust the teaching and the reading activity plan. (4)Improve the education connection of reading between the school and the family. Inhance the influnce of reading education from a family to the students. The school will open the library at night and provide a space for the parents and their children to read together, and discover the insterest in reading for a student. 2. Suggestions to the education administration The education administration should not only provision budget in reading programs, but also organnize a research team to promote reading education, which can help the teachers implement the teaching of reading activity in class and design the reading comprehension text books. 3. Further research In the future, this research can also discuss the influence to the students about the teachers’ teaching of reading comprehension strategies, which apply the quantitative research to study the reading promotion from a principle, a teacher’s professional reading ability and the result of a student in learning reading.